Civ 6 world builder achievemtnts manual#
Civ 6 world builder achievemtnts upgrade#

The Qing Dynasty launched a 3-level agricultural education system in 1904, which still follow JapanвЂ™s suit. In 1902, Tongwen Foreign Languages Academy merged into the Metropolitan University (jingshi daxuetang), which later became the Foreign Languages College of Peking University. In 1898, the 1 st Agricultural School in Wuhan, Hubei Province, was started, learning from the advanced experience from Japan. The western transformation also witnessed the establishment of the earliest agricultural college of China, Tongwen Foreign Languages Academy (jingshi tongwenguan), in 1862.Д«etween 18, the 3 rd Innovation Wave featured electrification and chemical innovation, which reconstructed agricultural higher education into innovative systems for practical services. Japan reformed itself during the Meiji Reform in 1860s to 1890s, and its agricultural education developed fast.

The US land-grant agricultural universities were set up in sub-national States to sharpen the competitive edges in agricultural science, research, and management.

Civ 6 world builder achievemtnts upgrade#

It was also the early founding period for European agricultural colleges to upgrade agricultural technology and to apply it in their teaching.Дuring the 2 nd Innovation Wave from 1848 to 1895, railways enabled transportation to be faster and cheaper.

Civ 6 world builder achievemtnts manual#

Accompanied with each wave, there was the agricultural knowledge innovation reformation.Дuring the 1 st Industrial Revolution from 1780 to 1848, manual labors were substituted by machines due to the invention of steam power. In the human history, there has been six innovative waves. Beside the Four Great Inventions, there have been Four Agricultural Books of China, namely, The Book of Fanshengzhi (about 1 century before Christ, late Han Dynasty), Qi PeopleвЂ™s Essentials by Jia Sixie (533-544 A.D., North Wei), WangzhenвЂ™s Agricultural Books (1313 A.D., Yuan Dynasty), and Comprehensive Treatise on Agricultural Administration by Xu Guangqi (1628 A.D., Ming Dynasty). In his books, agricultural scientific achievements, which had been unknown to the world, these have been documented. Needham (Li Yuese) named gun-power, compass, printing, and paper making as the Four Great Inventions of China. In the 27 volumes of Science and Civilization in China written between 1954 to 1995, the British scientific historian Noel Joseph T. This form of leadership could be seen from ChinaвЂ™s ancient agricultural scientific achievements, its agricultural higher education reform, new agricultural disciplinary transformation, and potentials of China-Africa development cooperation.ДЇrom the Past to Today: ChinaвЂ™s Agricultural Research and DevelopmentДЄs an agricultural country with rural population as the majority, China has been making great efforts to solve agricultural problems. For the global-local interactions for development effectiveness, higher education could co-create the world we live in. Higher agricultural education institutions are not only sophisticated in new knowledge research and development (R&D), but also in training, nurturing, and equipping the young people to work toward the SDGs. Non-Government Organizations (NGOs), enterprises, and universities could also make great changes. However, public actors like governments are not the only important actors at the global level of governance. Within institutional aspects, governments play important roles in this process. Transformative leadership indicates collective efforts taken by actors that could provide solutions and make a difference. The word вЂњtransformativeвЂќ means вЂњmaking changeвЂќ. How Could Higher Education Have Transformative Institutional Leadership?

China-Africa educational cooperation could pursue that transformative or development institutional leadership to construct such partnerships, especially in the post COVID-19 era. The UN framework of South-South Cooperation (SSC) could provide platforms for such exchanges and mutual learning efforts to fill the gap between the global understanding and indigenous knowledge of specific localities in Africa, which needs to be studied, examined, and analyzed into applicable and useful know-how to be utilized for effective development cooperation. With ChinaвЂ™s experience of eradicating extreme poverty by 2020, development knowledge applicable to the Global South needs to be co-found, co-produced, and co-innovated, together with peers in Africa. Poverty eradication and zero hunger are two challenging Sustainable Development Goals (SDGs) of the United Nations (UN) for the Global South to achieve.